1,268 research outputs found

    Interactive technologies for preschool game-based instruction: Experiences and future challenges

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    This is the author’s version of a work that was accepted for publication in Entertainment Computing. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Entertainment Computing, vol. 17 (2016). DOI 10.1016/j.entcom.2016.07.001.[EN] According to current kindergarten curricula, game play is an important basis for children development and it is the main driving force when designing educational activities during early childhood. This paper presents a review of the current state of the art of game technologies that support pre-kindergarten and kindergarten children development. Moreover, the most emergent technologies for developing educational games for preschool children are identified and a set of future challenges are discussed. The main goal of this work is to review the state of the art in interactive technologies which will help educators, game designers and Human-Computer Interaction (HCI) experts in the area of game-based kindergarten instruction. 2016 Elsevier B.V. All rights reserved.This work received financial support from Spanish Ministry of Economy and Competitiveness and funded by the European Development Regional Fund (EDRF-FEDER) with the project TIN2014-60077-R (SUPEREMOS). This work is also supported by a predoctoral fellowship within the FPU program from the Spanish Ministry of Education, Culture and Sports to V. Nacher (FPU14/00136) and from GVA (ACIF/2014/214) to F. Garcia-Sanjuan.Nácher-Soler, VE.; García Sanjuan, F.; Jaén Martínez, FJ. (2016). Interactive technologies for preschool game-based instruction: Experiences and future challenges. Entertainment Computing. 17:19-29. https://doi.org/10.1016/j.entcom.2016.07.001S19291

    Concept Building Web Application

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    In this thesis, I have ported a python software application that is used for the collection of information for functional learning classifications into a web application. I have analyzed the problems in the previous software and created the new web application to address these problems using Flask, AppEngine, and Bootstrap. This web application mirrors the original software look and feel but adds several functionalities and improvements like support for multiple input modalities and a separate administrative and user view. I also present a proposed evaluation of the web application

    Kindertivity: Usability and Communicability Strategies for Interactive Surfaces and Pre-Kindergarten Children

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    Tesis por compendio[ES] La tecnología multi-táctil se ha convertido en una de las más emergentes tras experimentar un enorme crecimiento desde sus pasos iniciales en los años ochenta hasta su amplia aceptación y uso en la actualidad. Por una parte, la tecnología multi-táctil se basa en el estilo de interacción de manipulación directa el cual proporciona a los usuarios la ventaja de ver los objetos y las acciones de interés, sustituir comandos escritos por acciones de señalado y, además, permite la realización de acciones rápidas, reversibles e incrementales evitando el uso de instrucciones complejas. Por otra parte, diversos trabajos han evaluado las virtudes derivadas de utilizar conjuntamente la manipulación directa con el toque directo mostrando que es posible evitar los problemas inherentes a otras técnicas de interacción como el ratón y el teclado. Por lo tanto, aprovechando la interacción natural e intuitiva proporcionada por la tecnología multi-táctil, ésta parece una forma ideal para dar soporte a la creación de escenarios educativos dirigidos a niños en edad preescolar. Sin embargo, a pesar de la existencia de diversos estudios que evalúan la idoneidad de utilizar el estilo de interacción de manipulación directa, existe una falta de trabajos abordando el uso dispositivos basados en superficies táctiles con niños de una temprana edad. Asimismo, en la actualidad existe una creciente tendencia a diseñar aplicaciones educativas y lúdicas dirigidas a niños en edad preescolar utilizando dispositivos multi-táctiles como los teléfonos inteligentes o las tabletas. Además, diversos informes señalan que los niños son usuarios frecuentes de este tipo de dispositivos y los utilizan incluso antes de ser capaces de hablar. Sin embargo, a pesar de este crecimiento en el uso de la tecnología multi-táctil y su aparente idoneidad para ser utilizado en el desarrollo de aplicaciones educativas para niños en edad preescolar, no existen unas interacciones universales y estandarizadas para preescolares a la hora de utilizar dispositivos táctiles ya que habitualmente sólo se utilizan dos gestos básicos (básicamente, el toque con un dedo para seleccionar y el arrastre con un dedo para el movimiento). Por lo tanto, existe una clara necesidad de llevar a cabo estudios empíricos para contribuir y avanzar en el diseño de aplicaciones que den un soporte adecuado y encaje con las habilidades de los niños en su temprano desarrollo. Por tanto, esta tesis propone, diseña y evalúa diversas estrategias de usabilidad y comunicabilidad adaptadas a los niños en edad preescolar para establecer la base para el diseño y desarrollo de futuras aplicaciones basadas en dispositivos táctiles dirigidas a preescolares. Estas estrategias llevarán a la adecuada definición de guías de diseño que permitirán a los niños aprovechar al máximo la tecnología multi-táctil, harán posible el desarrollo de nuevas y atractivas aplicaciones y, eventualmente, también podrán ayudar al desarrollo cognitivo y motor de los niños.[CA] La tecnologia multi-tàctil s'ha convertit en una de les més emergents després d'experimentar un enorme creixement des dels seus passos inicials als anys vuitanta fins l'actualitat on es àmpliament acceptada i utilitzada. D'una banda, la tecnologia multi-tàctil es basa en l'estil d'interacció de manipulació directa, el qual proporciona als usuaris l'avantatge de veure els objectes i les accions d'interès, substituir comandos escrits per accions d'assenyalament i, a més, permet la realització d'accions, ràpides, reversibles i incrementals evitant l'ús d'instruccions complexes. D'altra banda, diversos treballs han avaluat les virtuts derivades d'utilitzar conjuntament la manipulació directa amb el toc directe mostrant que és possible evitar els problemes inherents a altres tècniques d'interacció com el ratolí i el teclat. Per tant, aprofitant la interacció natural i intuïtiva proporcionada per la tecnologia multi-tàctil, aquesta sembla una forma ideal per donar suport a la creació d'escenaris educatius per a xiquets en edat preescolar. No obstant això, malgrat l'existència de diversos estudis que avaluen la idoneïtat d'utilitzar l'estil d'interacció de manipulació directa, existeix una manca de treballs abordant l'ús de dispositius basats en superfícies tàctils amb xiquets d'edat primerenca. Així mateix, en l'actualitat existeix una creixent tendència a dissenyar aplicacions educatives i lúdiques dirigides a xiquets en edat preescolar utilitzant dispositius tàctils com els telèfons intel¿ligents o les tauletes. A més, diversos informes assenyalen que els xiquets són usuaris freqüents d'aquests tipus de dispositius i els utilitzen fins i tot abans de ser capaços de parlar. Malgrat aquest creixement en l'ús de la tecnologia multi-tàctil i la seua aparent idoneïtat per a ser utilitzada en el desenvolupament d'aplicacions educatives per a xiquets en edat preescolar, no existeixen unes interaccions universals i estandarditzades per a preescolars a l'hora d'utilitzar dispositius tàctils ja que habitualment només s'utilitzen dos gestos bàsics (bàsicament, el toc amb un dit per a seleccionar i l'arrossegament amb un dit per al moviment). Per tant, hi ha una clara necessitat de dur a terme estudis empírics per a contribuir i avançar en el disseny d'aplicacions que donen un suport adequat i s'ajusten amb les habilitats dels xiquets en el seu primerenc desenvolupament. Per tant, la tesi proposa, dissenya i avalua diverses estratègies de usabilitat i comunicabilitat adaptades als xiquets en edat preescolar per tal d'establir la base per al disseny i desenvolupament de futures aplicacions basades en dispositius tàctils dirigides a preescolars. Aquestes estratègies portaran a l'adequada definició de guies de disseny que permetran als xiquets aprofitar al màxim la tecnologia multi-tàctil, faran possible el desenvolupament de noves i atractives aplicacions i, eventualment, podran també ajudar al desenvolupament cognitiu i motor dels xiquets.[EN] Multi-touch technology has become one of the most emergent technologies and has had an enormous growth since its initial steps in the eighties to be widespread accepted and used in the present. On the one hand, multi-touch technology relies on the direct manipulation interaction style which gives users the advantage to view the objects and actions of interest, replace typed commands by pointing actions and to perform rapid, reversible and incremental actions avoiding using complex instructions. On the other hand, several works have evaluated the virtues when joining direct manipulation with direct-touching showing that it solves the problems inherent in other interaction devices, such as those involving mouse or keyboard. Hence, taking advantage of the intuitive and natural interaction provided by multi-touch technology it seems an ideal way to support educational scenarios targeted to kindergarten children. Although several works have assessed the suitability of using the direct manipulation style with children, there is a lack of works addressing the use of touchscreen devices by this specific type of users. Moreover, there is a growing trend of designing educational and playful applications targeted to kindergarten children based on touchscreen devices such as smartphones and tablets. In addition, several reports point out that children use touchscreen devices even before they are able to speak and they are frequent users of devices such as smartphones and tablets. However, despite this growth in the use of multi-touch technology by children and its apparent suitability to be used to develop applications targeted to young children, there is a lack of standardized and universally accepted interactions for young children when using touchscreen devices since only two basic gestures are commonly used (basically, consisting of only one-finger touch for selection and one-finger drag for movement). Hence, there is a need of carrying out empirical studies to help and advance in the design of applications that adequately support and fit with children's development and skills. Therefore, this thesis proposes, designs and evaluates several usability and communicability strategies tailored to children in their early development stage to establish the design and development of future applications targeted to kindergarten children. These strategies will lead to define appropriate design strategies that enable infants to take full advantage of multi-touch technology, would make it possible to develop attractive new applications and, eventually, could also aid children's cognitive and motor development.Nácher Soler, VE. (2019). Kindertivity: Usability and Communicability Strategies for Interactive Surfaces and Pre-Kindergarten Children [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/116833TESISCompendi

    INTRODUCING CLASSROOM LABELING AS AN INNOVATIVE METHOD TO INFORM EDUCATIONAL PRACTICE

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    In-service seminars and one-shot workshops are the primary methods used for the on-going professional development of instructors, but these methods have been shown to be ineffective and an inadequate way to provide teacher training (Winton & McCollum, 2008). Classroom labeling is proposed as a way of providing knowledge utilization and an alternative to in-service education for preschool teachers by intentionally applying layers of information directly to the learning environment through visual displays, usually in the form of posters. Instructional exhibits typically have only been used to enhance the learning experience of the children. Through the use of classroom labeling, adult educators can become aware of new research as well as textbook knowledge through words and pictures attractively displayed around the classroom where they are working every day. Participating teachers were asked to complete a pre-assessment before their early childhood classrooms were labeled with posters, which are educational signs, placed strategically around the room in places where they would be seen by adults, read and directly applied. After the classrooms were labeled for two weeks, the teachers completed a post-assessment to ascertain whether this method increased their knowledge base as evidenced by their ability to retain and recall the information from the classroom labeling. Results showed that classroom labeling was effective in disseminating knowledge to the teachers in the classroom and that some prefer this method of professional development

    Gesture Recognition System Application to early childhood education

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    One of the most socially and culturally advantageous uses of human-computer interaction is enhancing playing and learning for children. In this study, gesture interactive game-based learning (GIGL) is tested to see if these kinds of applications are suitable to stimulate working memory (WM) and basic mathematical skills (BMS) in early childhood (5-6 years old) using a hand gesture recognition system. Hand gesture is being performed by the user and to control a computer system by that incoming information. We can conclude that the children who used GIGL technology showed a significant increase in their learning performance in WM and BMS, surpassing those who did normal school activities

    Young children\u27s collaborative interactions in an educational computer environment

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    This study investigated the collaborative interaction patterns exhibited by five-year old pre-primary children in an educational computer environment. The case study method was used in one pre-primary centre in metropolitan Perth, Western Australia, to examine the patterns of collaborative interaction among young children whilst engaged with the computer. The one event case study was of the interactions exhibited by pre-primary children whilst engaged, in dyads, with the computer within a naturalistic classroom environment. This study involved three phases of data collection. Phase I consisted of observations and videotaping sessions, compilation of written observations, narrative descriptions and relevant field notes on each participant. To assess the children\u27s current social skills and computer competence and their general social interaction with peers, the researcher interviewed the children and their teacher using a semi-structured interview schedule to guide the discussion. Phase IT comprised reviewing and transcribing the videotapes and coding children\u27s interactions, while Phase III consisted of analysing all the data obtained. Both observational comments and descriptions and data analyses were presented with anecdotes. 243 interactions were identified and classified into 16 interaction patterns. They were: directing partner\u27s actions; self-monitor/repetition; providing information; declarative planning; asking for information/explanation; disagreeing with partner; accepting guidance; terminal response; exclaiming; correcting others; defending competence; showing pleasure; showing displeasure; sharing control; defending control; and suggesting ideas. Frequency of occurrence of identified interactions was analysed in the form of descriptive statistics. Factors facilitating the collaborative interaction of children whilst engaged with the computer activities were found to be: developmental appropriateness of the software; preexisting computer competency between children; children\u27s preexisting positive attitude towards computer; mutual friendship between collaborators; children\u27s social goals; appropriate structure of enjoyable learning environment; mutual understanding of turn-taking system; and positive non-isolated physical settings of the computer environment. Factors inhibiting collaborative interaction were identified as: non-developmentally appropriate software; lack of computer competency between children; negative attitude (on the part of both children and teacher) towards computer and learning; sense of competition between collaborators; social goals of each child; inappropriate structure to promote enjoyable learning environment; no mutual understanding of turn-taking system; and isolate physical settings of the computer environment. Associated with the findings were three major variables: (1) the classroom teacher variable (philosophy and educational beliefs, task-structure and computer management); (2) the software variable (developmentally appropriateness, content, design, and programmed task-structure); and (3) the child variable (computer competency and attitude towards computer, social goals, social skills, and personal relationship with collaborators). By identifying the collaborative interactions of children, and factors that may facilitate or inhibit these interactions, early childhood educators will be in a better position to integrate the computer into their classroom and to promote positive prosocial interaction among children whilst engaged at the computer. In general, findings suggest that computers should be integrated into all early childhood classrooms and afforded the same status as other traditional early childhood learning materials and activities

    Influences of social and non-social rewards on cognitive control in childhood

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    The modulation of cognitive control by rewards has long been discussed, but there is scarce evidence of how social and non-social rewards influence cognitive control in childhood, especially in the preschool years. Critically, sociality has often been confounded with other important reward dimensions (e.g., tangibility) in prior studies, hence potentially misestimating the effect of social rewards. Thus, the present study re-examined the effects of social and non-social rewards on cognitive control, particularly on proactive and reactive control engagement during childhood. Thirty 5- to 6-year-olds and thirty 9- to 10-year-olds completed an AX-Continuous Performance Task (AX-CPT) during an online session in three conditions: control, social reward, and non-social (i.e., monetary) reward conditions. Social rewards increased younger and older children’s response accuracy, suggesting greater cognitive control. However, no influence on how children engage cognitive control (i.e., proactively or reactively) was observed. The provision of non-social rewards did not influence cognitive performance in either group of children. When controlling for other reward dimension, we found evidence that social rewards, but not non-social rewards, can promote cognitive control performance in childhoo

    Developing Computational Thinking with Educational Technologies for Young Learners

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    This article aims to provide an overview of the opportunities for developing computational thinking in young learners. It includes a review of empirical studies on the educational technologies used to develop computational thinking in young learners, and analyses and descriptions of a selection of commercially available technologies for developing computational thinking in young learners. The challenges and implications of using these technologies are also discussed

    Designing inclusive & playful technologies for pre-school children

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    This paper reports on an investigation into the potential of everyday technologies to foster playful experiences for young children prior to their formal education. The aim is to consider how best to design age appropriate experiences that are desirable and useful within pre-school settings, and to assist practitioners in experimenting with technologies in the early years school curriculum. This phase of the study focuses on observations of the real-time, non-digital play of young children in a pre-school playgroup and the subsequent introduction of group activities with affordable, non-specialist devices such as ReacTickles, Wii remote and microphone. The study captures the vital inspiration phase of design research. By utilizing observation and interview as an analytical framework to help practitioners to articulate the nuances of playful interaction, the designers have been able to draw early conclusions that provide the guiding principles for future design

    The effect of violin, keyboard, and singing instruction on the spatial ability and music aptitude of young children

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    The purpose of this study was to examine the effects of violin, keyboard, and singing instruction on spatial ability and music aptitude of children ages four to seven years. Specifically, this research attempted to determine: (a) whether formal music learning in the violin, keyboard and singing conditions enhanced children's spatial ability and music aptitude, and (b) whether children's spatial ability and music aptitude differed among these learning conditions. In addition, this study sought to examine the relationships among children's age, their development of spatial ability, and music aptitude in the given music instruction. A pretest-posttest two by three factorial design was employed in the study. Children (N=88) ages four to seven years were randomly assigned to one of three instructional groups (violin, keyboard, or singing) and received 45 minutes of music instruction four times a week for 16 days. Spatial reasoning skills were measured using two subtests, the Object Assembly and the Block Design of the Wechsler Preschool and Primary Scale of Intelligence-III, while music aptitude was measured using the Primary Measures of Music Audiation or the Intermediate Measures of Music Audiation. An ANOVA with repeated measures was used to analyze children's mean scores on spatial abilities and music aptitude. Using an alpha level of .05, results indicated that the violin and keyboard groups significantly improved on spatial-temporal reasoning over four weeks of instruction. The spatial-temporal reasoning scores of 4-5 year olds significantly increased from the pretest to posttest while the scores of 6-7 year olds remained statistically constant. Regarding music aptitude, the tonal aptitude scores of 4-5 year olds singing group significantly increased over four weeks of music instruction. No statistically significant differences were found on the spatial recognition and rhythm aptitude scores among the three instructional groups for either age level. The study concluded that (a) violin and keyboard instruction might influence the spatial-temporal reasoning of young children, (b) younger children's spatial-temporal reasoning ability might be more enhanced by music instruction than those of older children, and (c) singing instruction appears to help young children develop their tonal aptitude. Pedagogical implications for music education were discussed
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